Introduction
The relationship between pupil and teacher is similar to that between the child and his or her own parents, requiring mutual consideration on both sides. At Taynuilt Primary School, caring, responsible attitudes are encouraged from a pupil’s first day at school. Expected standards of behaviour are clearly communicated to pupils.
Procedures for home-school liaison are vital for the effective dealing with both good and not so good behaviour. This policy explains how the staff at the school will encourage good behaviour and the developing of positive relationships, and how parents can effectively contribute.
REWRITE FOR TAYNUILT The initial policy was written following a series of meetings of a parent – teacher working group in 1999. This policy was
updated in 2007 and again in 2013 and is based on the principals of the initial policy.
The aims of Taynuilt Primary School
Our overall aim is to encourage our children to:
• Dream of a fulfilling, prosperous future
• Believe that their dreams can become achievable goals
• Achieve their goals while learning to adapt to a changing world
Our aims reflect the Philosophy and Policies of the Scottish Education system. This Curriculum for Excellence embraces a wider definition of how and what children should learn and is structured around the following 4 capacities.
A clear understanding of their rights is promoted in pupils and teachers.
At Taynuilt Primary School,
Pupils have the right:
• Not to be bullied
• To be able to concentrate on their work
• To be safe and feel secure at all times
• To be happy
• To get help when they need it
• To be included in activities and games
• To feel part of the class and school
• To have a say in things that affect them
• To learn and be taught effectively
• To have their own space in which to work
• To be able to have a fair share of the playground and toys.
• To ask for a teacher to explain their work clearly.
• To be able to have clean water to drink when they want.
• To have tissues available so we can work in a ‘sniff free zone’
Teachers have the right:
• To take responsibility for looking after children at school (a legal right).
• To make decisions that will help protect pupil’s rights (a legal right).
• To be able to concentrate on what they are doing.
• To feel safe and secure at all times.
• To be happy
• To feel part of the class and school
• To have a say in things that affect them
• To be give the chance to teach effectively
• To be able to talk without interruption
Dealing with behaviour
At Taynuilt Primary School, all behaviour, good and poor, is dealt with in relation to the aims of the school and to the agreed pupil / teacher rights.
The issue of appropriate behaviour is discussed at the first pupil council of each term. This is in order that both pupils and staff have a clear understanding of the standards expected at the school and the consequences of keeping high standards of behaviour and of lowering standards. This message is also
repeated frequently at when the children are gathered together as a whole school group. In this forum pupils are reminded that they should do what they are told the first time and that all work should be completed to the best of their ability.
Consequences of good behaviour
All good behaviour should be responded to with praise, encouragement or gratitude from a member of staff. The good behaviour shown may be shared with another member of staff or senior pupils who would usually respond with additional praise. It may also be recognised with a sticker, this scheme is actively supported by the parents and the children find it highly motivational and respond well to it.
Good Group Behaviour
If a whole class has been behaving well or working hard over an extended period of time, they can be rewarded with a choice of activity for a short time at the end of the day. E.g. free play or an activity of their choice.
Consequences of poor behaviour
No matter how positive or encouraging teachers are, poor behaviour can still be exhibited by some pupils. At Taynuilt Primary School a system of logical consequences has been set up to help deter misbehaviour and motivate appropriate behaviour. In general, consequences should relate as closely as possible to the problem behaviour, so pupils can understand and address their behaviour.
E.g.
Pupils who swing on their chair may be asked to stand or sit on the floor.
Inappropriate or unacceptable behaviour at playtime may result in loss of playtime.
Disturbing others may result in isolation from the group.
Disturbing others in the bus line may mean having to go to the back of the line.
The four most commonly used sanctions at the school are:
Verbal reprimand
Isolation within class from group
Phone call home
Preparation of verbal or written apology in a pupil’s own time
Sanction 3 is logged by the Head Teacher.
All incidents of misbehaviour will be dealt with in an assertive but caring manner, and as far as possible away from the glare of others. No ‘inquests’ will take place in front of others, and incidents will be dealt with quickly as soon as possible after they occur. The applying of sanctions will remain confidential, not to be discussed with others.
At Taynuilt Primary School, uncontrolled anger, ridicule, sarcasm and ‘making an example of ‘ will never be methods employed in the discipline process. At the heart of the process will be the care and welfare of the children involved.
Parental Involvement
On the rare occasion of a child behaving in such a manner that he or she has to be isolated outwith the class to the office, for the safety of others , parents will be notified immediately and invited to discuss the problem with the Head teacher. Such incidents would be:
• Unacceptable behaviour (physical or verbal) toward another person
Following involvement of the parent and agreement on the way to move forward, the child’s behaviour, both good and poor, would initially be monitored on a daily basis. It would be hoped that the parent would support the process in a meaningful and effective way. In the case of the involvement of the parent and referral to outside agencies (if relevant) proving unsuccessful, the child may be excluded from school for a period of time.
Taynuilt Primary School is a happy school. The aim of this policy is to keep it that way. Staff, pupils and parents are urged to follow and encourage the guidance contained within the policy rigorously and consistently.
Assertive Discipline Strategies
Staff have been trained in, and use assertive discipline strategies. These strategies devised by American psychologist and teacher Lee Canter, have been tried and tested and are based on examples of good practice. The aim of the strategies is to reduce behaviours that disrupt the learning process and good order of the school.
The principals are as follows: Almost all, and normally all children, understand rules devised through consultation with them and instructions given by staff members or adults leading them.
Children can i.e are able to, assimilate this information and thus follow the rules and carry out the instructions given. When they don’t, it’s because they won’t (not can’t) or choose not to. The Assertive Discipline system is all about self control, focussing on the child being responsible for his/her behaviour, making responsible choices regarding his/her own behaviour, and becoming independent in conducting him or herself.
This is how it works in Taynuilt Primary: There are simple to understand rules working in the school that have been discussed with the pupils. We have three basic expectations. Pupils should:
• Do what they are told the first time
• Complete their work to the best of their ability
• Treat others with kindness and respect at all times
When one of these expectations are not met and a pupil’s behaviour results in disruption of the learning process or good order of the school, the pupil or pupils concerned will immediately be calmly reminded of the rule or instruction they have been given. If they do not follow the advice or instruction given at this stage they will be given a warning. If they continue to disrupt the learning environment then they will either be moved to another location within the room. Should disruption still continue, the child will be relocated to work in another classroom as previously agreed . The next and final step is a phone call home.
At each stage in this hierarchy of sanctions, the warning element of the dialogue gives the pupil the opportunity to choose more appropriate behaviour.
In encouraging good behaviour and positive relationships, teachers should:
• Be consistent in approach and fair with respect to rewards and sanctions.
• Listen to the child’s point of view
• Promote a clear understanding in children of consequences of behaviour
• Report to parent’s extremely good or bad behaviour
• Motivate and stimulate children allowing for consistently good behaviour
• Conduct their interactions with children in a professional and positive manner.
• Recognise that each child is individual and special
• Take home circumstances into account
It is hoped that parents will:
• Communicate to school domestic circumstances that may affect behaviour
• Set standards of behaviour at home that will allow for easy integration at school
• Accept the ‘loco parentis’ nature of the role of the teacher in the handling of discipline
• Support the school and provide follow up when extremes of behaviour are reported
• Provide for a consistency of approach between home and school.
